Post on 30-Dec-2015
description
Signposts in the Customized Learning
WorldCharting our course and finding our way
What is the destination?
Standards Based vs Standards Referenced
“ Standards are used to guide curriculum. Student progress in demonstrating proficiency of standards is measured and used to determine advancement to higher learning levels”
Instead of
“Standards are used to guide curriculum and measure student progress. Students generally advance in age based cohorts (grade levels) and may advance without demonstration of proficiency on specific standards.”
STANDARDS-BASED EDUCATIONSBE
PERFORMANCE-BASED EDUCATIONPBE
MASS CUSTOMIZED LEARNING MCL A Vision
PROFICIENCY-BASED EDUCATIONPBE
PERSONAL MASTERYRISC
Partners/Resources
Department of Education
Maine Cohort for Customized Learning
Western Maine Educational Consortium
Great Schools Partnership
Maine Curriculum Leaders Association
Maine School Superintendents Association
Why, What and How
The Rationale: Why must we do this work?
Background Knowledge: What must we know to do this work?
Process: How will we do this work?
The Rationale
WHY must we do this work?
1. Too much content (Impossible!)
2. Implement the research (Finally!)
3. Become standards-based (Truly!)
Sample Math Standard
Develop fluency in adding, subtracting, multiplying, and dividing whole numbers
- All four operations? Fluency?
The NCTM document includes 241 benchmarks, after unpacking there are more than 741 unique elements (Marzano, 2002)
It is important to unpack standards documents and break them down into measureable topics: “measurement topics”
We must have a “GUARANTEED AND VIABLE CURRICULUM”
THE RESEARCH: WHAT WORKS IN SCHOOLS
1. GUARANTEED AND VIABLE CURRICULUM
2. CLEAR GOALS AND EFFECTIVE FEEDBACK3. PARENT AND COMMUNITY INVOLVEMENT
4. SAFE AND ORDERLY CLIMATE5. STAFF COLLEGIALITY AND PROFESSIONALISM
6. INSTRUCTION
7. CLASSROOM MANAGEMENT8. CURRICULUM DESIGN
9. HOME ATMOSPHERE
10. LEARNED INTELLIGENCE AND PRIOR KNOWLEDGE
The Research:The Art and Science of Teaching
1. What will I do to establish and communicate learning goals, track student progress, and celebrate success?
2. What will I do to help students effectively interact with new knowledge?
3. What will I do to help practice and deepen their understanding about new knowledge?
4. What will I do to help student generate and test hypotheses about new knowledge?
5. What will I do to engage students?
6. What will I do to establish or maintain classroom rules and procedures?
7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
8. What will I do to establish and maintain effective relationships with students?
9. What will I do to communicate high expectations for all students?
10. What will I do to develop effective lessons organized into a cohesive unit?
STRATEGIC DIRECTION & ALIGNMENTSTRATEGIC DIRECTION & ALIGNMENT
LEADERSHIPLEADERSHIP
Our
Vis
ion,
Mis
sion
, Lea
rner
Out
com
esO
ur Guiding Principles &
Core ValuesCurriculuCurriculummCurriculuCurriculumm
InstructiInstructiononInstructiInstructionon
AssessmeAssessmentntAssessmeAssessmentnt ReportinReportin
ggReportinReportingg
Guaranteed & Viable
Measurement Topics Scopes, Scales
Learning Goals
Content, Reasoning Processes, Habits of
Mind
Guaranteed & Viable
Measurement Topics Scopes, Scales
Learning Goals
Content, Reasoning Processes, Habits of
Mind
A Common Instructional Language(Framework
)
“The Art & Science
of Teaching”
Learning Opportunities Tied to Learning
Goals
A Common Instructional Language(Framework
)
“The Art & Science
of Teaching”
Learning Opportunities Tied to Learning
Goals
Flexible Options
Formative Assessment
Practices Inform
Instruction
Evidence of Proficiency
Flexible Options
Formative Assessment
Practices Inform
Instruction
Evidence of Proficiency
Provide Learners
with Feedback Specific to Learning
Goals
Electronic Resources Help Track
Student Progress
Provide Learners
with Feedback Specific to Learning
Goals
Electronic Resources Help Track
Student Progress
Research-BasedBest Practices
Signpost #1Growth Mindset
“When teachers and students focus on improvement rather than on whether
they are smart, kids learn a lot more”
http://tedxtalks.ted.com/video/Social-Media-Changing-Learning;search
%3AEduardo%20Briceno
www.mindsetonline.com
Signpost 2: Classroom Rules and
Procedures
What will I do to establish or maintain classroom rules and procedures?
(Design Question 6: Art and Science of Teaching)
Tools
Code of Collaboration
Standard Operating Procedures (SOPs)
Flow Chart
Parking Lot
Reflective Thinking
Tools
www.langfordlearning.com/.../Tool-Time-Handbook-12.1-for-Education
http://www.cbsadams50.org/shared-vision/
http://www.maine.gov/doe/cbp/index.html
Signpost #3Learning Goals
What will I Do to Establish and Communicate Learning Goals, Track Student Progress, and Celebrate Success?
(Design Question #1, Art and Science of Teaching)
Learning Goals & Students
“…if the learning intentions (goals) and success criteria are transparent, then there is a higher likelihood that students will become engaged in reducing the gap between where they started and where we would like them to finish.” (Hattie and Timperley, 2007 from Putting FACES on the Data, Sharratt and Fullan, 2012)
Learning Goals & Students
1. Clear, specific learning goals
2. Clear “success criteria”
3. Tracking progress on the goals
4. Feedback on the goals
5. Feedback on the student’s standing related to the goals
6. Celebrate success
*Improved Student Engagement and Student Achievement
Learning Goals vs
Activities/Assignments
LEARNING GOALSvs
ACTIVITIES/ASSIGNMENTS
TodayDo the examples
on pg. 15Finish homeworkWork on math
project
Activities/Assignments
As a result of what we do today, you will beable to demonstrate that you:
Understand the order of operations
Can solve unit rate problems
Learning Goals
Goals or Activities?marzanoresearch.com/classroomstrategiesthatwork
1.Students will be able to recognize the protagonist, theme, and voice of a piece of literature.
2.Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout.
Goals or Activities?
3.Given a set of coordinates, students will be able to graph the slope of a line.
4.Students will compare and describe the slopes of two lines.
Goals or Activities?
5.Students will understand the differences and similarities between metamorphic, igneous, and sedimentary rock.
6.Students will understand how the Borgia family influenced the Renaissance.
Goals or Activities?
7.Students will be able to explain how the problems created by the French and Indian War contributed to causes of the American Revolution.
8.Students will produce a play dramatizing the problems created by the French and Indian War and how they contributed to causes of the American Revolution.
Goals or Activities?
9.Students will understand that matter is made up of atoms and that atoms, in turn, are made up of subatomic particles.
10.Students will write a paper describing the relationships among atoms and subatomic particles.
Communicating Learning Goals
From Becoming a Reflective Teacher, Marzano (2012), p 186
Teacher Evidence:Teacher has a learning goal posted so all students can see it.The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment
Communicating Learning Goals
Teacher Evidence:
Teacher makes reference to the learning goal throw-out the lesson
Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it.
Teacher makes reference to the scale or rubric throughout the lesson.
Communicating Learning Goals
Student evidence:
When asked, students can explain the learning goal for the lesson.
When asked, student can explain how their current activities relate to the learning goal.
Communicating Learning Goals
Student evidence:
When asked student can explain the meaning of the levels of performance articulated in the scale or rubric.
Communicating Learning Goals
Unpacking standards
Capacity Matrices
Rubrics/Scales/ Success Criteria
Descriptive Feedback
Anchor papers/anchors/exemplars
Tracking Progress on Learning Goals
Students use bar graphs or line graphs to track proficiency on a learning goal
Reflection on individual performance with regard to habits of mind, code of cooperation, or any other goal the student is working on individually or collectively
Teacher observation, check lists and other methods for tracking where students are
Signpost #4: Source of Goals
The MCCL Curriculum Model
Common Core Math Standard
Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
MCCL Standard
Is skilled at multiplying fractions and whole numbers.
with this content knowledge
to practice getting better at these life-long learning habits
doing these reasoning processes
ComplexReasoning
ContentKnowledge
A Model of CurriculumWe want learners to be:
Life-LongHabitsof Mind
Learning OpportunitiesLessonsUnitsProject-basedIntegrated Units
Etc. Etc…..
Measurement Topic/Scope
See Number Sense handout
SCORING SCALE
Proficiency Levels
Learning Goals/Targe
ts
Evidence….
Level of Rigor
4
3 COMPLEX TARGETED KNOWLEDGEDK: concepts, principlesPK: skills/processes
2 SIMPLER FOUNDATIONAL KNOWLEDGEnecessary for achieving the Targeted Knowledge
DK: terms, detailsPK: skills/processes
1 With help, has the SIMPLER FOUNDATIONAL KNOWLEDGE
0 Even with help, does not have the SIMPLER FOUNDATIONAL KNOWLEDGE
THIS WORK IS NOT ABOUT:Identifying
WHO is going to teach it
WHEN it is going to be taught
WHERE it is going to be taught
HOW it is going to be taught
THIS WORK IS ABOUT:Identifying
WHAT is the essential knowledge
WHAT is the scope or progression of that knowledge
WHAT are the proficiency levels for that knowledge
WHAT level of processing (learning) do we want for that knowledge
WHAT are various ways students could demonstrate that knowledge
How?Grade Span Groups
with Teacher MentorsWatch for signposts
along the way!